Lesson Study Cycle 3
Before the Lesson:
Our research team discussed The ways in which we could encourage students to be able to participate more comfortably in a group discussion, by sharing their ideas, using evidence, and deeply engaging in discussion during a Socratic seminar. As a team we discussed several different ways we could ensure that all students build confidence in sharing their ideas or experiences in a structured class discussion.
Lesson title: Homelessness issue in San Diego.
Research:
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Annotated Bibliography link Here you can find my Annotated bibliography with all the sources I read throughout this cycle, which helped me understand more clearly the way social justice is beneficial for students, and how it can help them with building more confidence in classroom participation.
RAR synthesis Link Here you can find my "Read, Ask and Reflect" synthesis which consisted of an in depth analysis of the article "Fostering a great place for student success: critical component #3, engage our students in meaningful, evidence informed interventions" by Stephen P. Hurley, which helped me get a better understanding of how we can implement successful class discussions and utilizing meaningful evidence in the process. My Synthesis also contains the valuable input of an experienced teacher and his perspective what makes a classroom have a social justice culture.
RRR synthesis Link: Here you can find my "Read 1 Read 2 and Reflect" synthesis which and in depth analysis of 2 articles relating to teaching for social justice and reflecting on how they are useful on our research lesson cycle.
Equity based theme and rationale:
How do we build each student’s confidence in sharing their views by utilizing meaningful evidence? We will prepare students to use evidence in self-facilitated discussions that empower all learners to engage equitably.
Content understanding goal: Students will understand policies to address homelessness in San Diego and evaluate them using evidence and reasoning to be presented through a Socratic discussion.
Memorization Document Link: Here you can find our research theme's memorization document where we put together our lesson on the topic on homelessness in San Diego leading to the student's Socratic discussions.
Connected Lessons link Here you can find the series of lesson connected to our research lesson, and see what the process an topics that were discussed with students before our final lesson product.
Lesson Plan Link Here you can find our detailed lesson plan designed as a team for our research lesson, regarding the homelessness issue in San Diego.
Socratic seminar Rubric : Here you can find our Socratic seminar rubric which was projected on the screen during our research lesson for our students to be able to see our criteria for success in these lesson.
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Here you can find our research team's PDSA cycles 1& 2 data which led us to the creation of our research lesson. Which helped our team brainstorm ideas on what topic the lesson was going to be about, and what the steps for creating the lesson needed to be taken in order to have our research lesson completed, we discussed our resources and shared ideas with each other until reaching common ground on our topic and materials for the lesson. In this case we agreed on the topic of homelessness in San Diego through a Socratic seminar discussion, in which students would share their ideas with each other based on the research made in previous lessons.
Student responses and sequence of events during lesson.
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Lesson Description: During our research lesson,the classroom was set up in a rectangular manner, with an inside group and an outside group. The outside group evaluated their classmates participation during the Socratic seminar, while the inside group initiated their discussion by sharing their perspectives and their research on the homelessness issue in San Diego. The rubric was projected on the screen, and students took notes on their classmate's comments. While teacher kept track on where the discussion headed throughout the seminar.
Student work: Here you can find what our three focal students responded in their notes during the Socratic seminar.
FS1: Actively took notes during the Socratic seminar session highlighting important aspects of classmate's comments. FS1 shared one idea towards the end of the seminar about what could be done to solve the homelessness issue in San Diego.
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FS2: took some notes during the discussion and shared point of view on a number of occasions engaging in deep conversations with classmates.
FS3: Actively took notes and carried out conversations citing meaningful evidence on a number of occasions throughout the seminar.
Teacher Socratic seminar Notes: Kept track of how often students were participating verbally during the seminar.
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Lesson Insights and analysis: Our content understanding goal was met because although students shared their perspectives on the topic, based on anecdotal evidence and opinion based,our focal students cite at least one source about the the homelessness issue in San Diego studied prior to the Socratic seminar. One area of growth we had was ensuring the use of solid meaningful evidence during the seminar from all students, as supposed to opinion or anecdotal evidence. A possible solution we came up with during our team debrief was to have the outside group evaluate their classmate's use of solid evidence based on research to increase its use during the seminar session.
Here you can find my lesson study cycle reflection on the research process and debrief with our lesson study research team.
